grantor:
University of TorontoThis thesis examines the role of art from many perspectives, proposing an argument for its value as an educational tool. I begin by presenting John Dewey's concept of "experience" which is at the heart of his philosophy. His ideas of anti-racist, interactive, co-operative learning by doing and reflection anticipate Elliot Eisner's programs of DBAE (Discipline-Based Art Education), school as a place for opportunities, qualitative insights into education that mirror techniques used in art. Howard Gardner's concept of Multiple Intelligences, with an emphasis on practical, "intelligence-fair" assessment as developed and evaluated in his Key School, Spectrum, and ARTSpropel program, continue Dewey's theories into present day. From the theorists, I move to the world outside the classroom to point out the many uses art has had as criticism and self-expression over the years: from Goya to Judy Chicago to the contemporary artists, Conwill, DePace and Majozo. The need for authentic voices representative of society has prompted schools to realise that multicultural education, although problematic to implement in the curriculum, is a reality that must be faced. I present art as an applicable entry into that area, whether educators employ an "issues" or "themes" approach. I continue with discussion of school programs that have successfully used art as core, criticising one approach that again relegates art to the position of being a handmaiden to other subjects. My own drawings, created in storybook format, and piqued by courses taught at OISE, explore frames, DBAE, imagination and hope for the future, are included. Through my discussions of many places and people in this thesis, I arrive at a definition of art and reinforce the validity of an arts approach to curricula through specific reference to quantitative studies. As well, I direct the reader to traditional, metacognitive, and hidden curricular proof that supports the qualitative benefits. I conclude as I began with my own journey, one laden with metaphors, poets and personal experience that has informed my work as an action researcher.Ed.D
